Framework and Schema are False Synonyms: Defining Terms to Improve Learning.

Autor:	Dreicer JJ; Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia, US., Parsons AS; Department of Medicine, University of Virginia School of Medicine, Charlottesville, Virginia, US., Joudi T; Fourth-year medical student at the Boston University Chobanian and Avedisian School of Medicine, US., Stern S; University of Chicago, Chicago, Illinois, US., Olson APJ; Departments of Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, US., Rencic JJ; Boston University Chobanian and Avedisian School of Medicine, Boston, MA, US.
Jazyk:	angličtina
Zdroj:	Perspectives on medical education [Perspect Med Educ] 2023 Jul 28; Vol. 12 (1), pp. 294-303. Date of Electronic Publication: 2023 Jul 28 (Print Publication: 2023).
DOI:	10.5334/pme.947
Abstrakt:	Clinical reasoning is an essential expertise of health care professionals that includes the complex cognitive processes that lead to diagnosis and management decisions. In order to optimally teach, learn, and assess clinical reasoning, it is imperative for teachers and learners to have a shared understanding of the language. Currently, educators use the terms schema and framework interchangeably but they are distinct concepts. In this paper, we offer definitions for schema and framework and use the high-stakes field of aviation to demonstrate the interplay of these concepts. We offer examples of framework and schema in the medical education field and discuss how a clear understanding of these concepts allows for greater intentionality when teaching and assessing clinical reasoning. Competing Interests: The following authors perform consulting work for New England Journal of Medicine Healer: Andrew S. Parsons, Scott Stern, Andrew P.J. Olson, and Joseph R. Rencic. The remaining authors have no competing interests. (Copyright: © 2023 The Author(s).)
Databáze:	MEDLINE
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